Page 155 - Učilnica za življenje

Mathematical Literacy, Mathematical Modeling, and Realistic Mathematics Problems

OECD. (2023). PISA 2022 mathematics framework. In PISA 2022 Assessment and
Analytical Framework (pp. 18–98). OECD Publishing.
Peter-Koop, A. (2004). Fermi problems in primary mathematics classrooms:
Pupils’ interactive modelling processes. In I. Putt, R. Faragher, & M. McLean
(Eds.), Mathematics education for the third millennium: Towards 2010; Pro-
ceedings of the 27th annual conference of the Mathematics Education Re-
search Group of Australasia (pp. 454–461). MERGA.
Pollak, H. O. (1979). The interaction between mathematics and other school
subjects. In New trends in mathematics teaching (Vol. 4; pp. 232–248). UN-
ESCO.
Polya, G. (1945). How to solve it. Princeton University Press.
Pratiwi, S. A., & Widjajanti, D. B. (2020). Contextual problem in mathematical
problem solving. Journal of Physics: Conference Series, 1613(1), 012018.
Putra, J. D., Suryadi, D., & Juandi, D. (2022). Integration of principles of educa-
tion for sustainable development in mathematics learning to improve stu-
dent’s mathematical problem solving ability. IndoMath: Indonesia Mathe-
matics Education, 5(1), 34–41.
Renkl, A., & Stern, E. (1994). Die Bedeutung von kognitiven Eingangsvorausset-
zungen und schulischen Lerngelegenheiten für das Lösen von einfachen
und komplexen Textaufgaben. Zeitschrift für pädagogische Psychologie,
8(1), 27–39.
Repež, M.,DrobničVidic, A.,&Štraus,M.(2008). Izhodiščamerjenjamatematične
pismenosti v raziskavi PISA 2006. Pedagoški inštitut.
Schoenfeld, A. H., & Sloane, A. H. (2016). Mathematical thinking and problem
solving. Routledge.
Szabo, Z. K., Körtesi, P., Guncaga, J., Szabo, D., & Neag, R. (2020). Examples of
problem-solving strategies in mathematics education supporting the sus-
tainability of 21st-century skills. Sustainability, 12(23), 10113.
Treffers, A. (1987). Integrated column arithmetic according to progressive
schematisation. Educational studies in Mathematics, 18(2), 125–145.
Verschaffel, L., Greer, B., & De Corte, E. (2002). Everyday knowledge and math-
ematical modeling of school word problems. In K. Gravemeijer, R. Lehrer,
B. Van Oers, & L. Verschaffel (Eds.), Symbolizing, modeling and tool use in
mathematics education (Mathematics Education Library,vol.30.,pp. 257–
276). Springer.
Winter, H. (1994). Modelle als Konstrukte zwischen lebensweltlichen Situatio-
nen und arithmetischen Begriffen. Grundschule, 26(3), 10–13.

Matematična pismenost, matematično modeliranje in realistični
matematični problemi za trajnostnost
Prispevek razišče ključno vlogo matematične pismenosti, matematičnega mo-
deliranja in reševanja realističnih matematičnih problemov pri spodbujanju

155